Body Knowledge in Children with Congenital Lower Limb Deficiency.

BACKGROUND: To effectively improve motor function, a sound understanding of one's body-for example, relative spatial positions, relationships, names and functions of body parts-is essential. This study aimed to explore how children with congenital lower limb deficiencies (LLDs) perceive their bodies, particularly their legs.

METHODS: Six children with congenital LLDs and 14 controls, aged 5-12 years, were recruited for this study. They drew self-portraits and answered questions about names of body parts. These body part-related questions consisted of a production test, in which an examiner pointed to body parts on each child and asked the child to name them, and a comprehension test, in which the examiner mentioned body parts and asked the child to point to them on their own body.

RESULTS: No differences were found between the self-portraits of children with LLDs and those of the control children. In the verbal tests, children with LLDs responded correctly at lower rates to questions on body trunk, upper limbs, arms, hands and feet than the control children.

CONCLUSION: Children with LLDs have diminished lexical-semantic body knowledge of the upper limbs and feet compared to children without LLDs. This article is protected by copyright. All rights reserved.